تهیه و تدوین الگوی یادگیری خلاق در ساختار برنامه درسی آموزش دوره متوسطه

محورهای موضوعی : تکتونواستراتیگرافی

محمدصادق حسینی ¹ (دانشجوی دکتری روانشناسی تربیتی، گروه روان‌شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران)
نادره سهرابی ² (استادیار گروه روان‌شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران)
حسین بقولى ³ (استادیار گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران)
مجید برزگر ⁴ (استادیار، گروه روان‌شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران)

تاریخ دریافت : 1399/01/29 تاریخ پذیرش : 1400/07/24 تاریخ انتشار : 1400/05/01

کلید واژه: خلاقیت, مقطع متوسطه, روش تدریس, الگوی خلاقیت در تدریس,

چکیده مقاله :

مقدمه: دانش آموزان پس از تحصیل، معمولا مهارت کافی برای ورود به جامعه را ندارند؛ که در این میان، برخورداری از یک ذهن خلاق، مبتکر و نوآور برای رشد و شکوفایی توانمندی دانش آموزان یک مزیت ارزشمند تلقی می شود.این پژوهش با هدف تهیه وتدوین الگوی یادگیری خلاق در ساختار برنامه درسی آموزش متوسطه شهر شیراز انجام شد.
روش: با استفاده از نمونه ای از صاحب نظران مشغول به کار در 20 مدرسه دولتی شهرستان شیراز (384 نفر) تحقیق حاضر، با هدف تهیه و تدوین الگوی یادگیری خلاق در ساختار برنامه درسی آموزش دوره متوسطه بر روی در سال تحصیلی 98-99 اجرا شد. اعضای نمونه با استفاده از روش نمونه­گیری تصادفی خوشه ای چند مرحله ای انتخاب شدند. روش تحقیق این مطالعه از نوع زمینه یابی بود و در آن، آزمودنی ها به پرسشنامه محقق ساخته 42 سوالی در خصوص الگوی خلاقیت پاسخ دادند؛ از نرم افزار AMOS ویراست 24، برای آزمون برازندگی الگوی پیشنهادی استفاده شد.
یافته­ها: نتایج آزمون های آماری نشان دادند که الگوی خلاقیت در برنامه ریزی درسی شامل شش بعد مجزا (روش تدریس، محتوای درسی، آموزش دهنده، ارزشیابی، محیط فیزیکی و مدیریت) می باشد؛ همچنین، برنامه ریزی درسی دانش آموزان مقطع متوسطه در کشور، با توجه بر رویکرد خلاقیت نیاز به بازنگری دارد.
نتیجه­گیری: این تحقیق الگوی خلاقیت در برنامه ریزی درسی را تدوین نمود و تلویحاتی برای موفقیت در شکوفاسازی خلاقیت دانش آموزان مقطع متوسطه ارائه کرد.

چکیده انگلیسی:

The aim of this study was Developing a creativity learning model in high school educational curriculum. There for, 384 experts (incloud masters, schoole managers, teachers & consoultants) of 20 Shiraz high-schools in 2019-2020 educational year, were randomly selected through multistage cluster sampling. The method of this study was combined from document study to qualitive and quantitive surway methods. After gathering basic data by document study, investigator conducted some interviews by 90 university masters and creativity experts, for quantitive surway phase. Collected 42 items were organized in to a questionnaire by 5 degrees in Likert scale. In qualitive surway phase, data extracted from answered questionnaires by examines, feed to SPSS-26 to do investigative factor analysis. The model fitness and effects of dimitions on principal components were analysed by AMOS-24. The results showed that, there is a six multi-dimitional creativity model (inclouds teaching method, teaching content, theacher, assessing, physical invironment and management); Hence, Iran educational planing needs some modifications by the respect to actualize creativity of High school students. So, it has some implications for improving adolesents creativity skills.

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